AGENDA ITEM 6
BOROUGH OF POOLE
LEARNING OVERVIEW GROUP
13th JULY 2004
POOLE LEA STRATEGY AND ACTION PLAN FOR THE 14-19 PHASE
REPORT OF HEAD OF SCHOOL ADVICE AND SUPPORT SERVICES
1. PURPOSE OF REPORT
To inform Members that the LEA will be inspected in the Autumn in respect of the 14-19 phase. To note the draft strategy and action plan for the 14-19 phase. To note that the finalised strategy and action plan will be submitted to the Learning Overview Group and Cabinet for approval in the Autumn.
2. RECOMMENDATION
That Members note:
· That the LEA will be inspected in the Autumn in respect of the 14-19 phase
· the draft strategy for the 14-19 phase
· that the finalised strategy and and action plan will be submitted to the Learning Overview Group and Cabinet for approval in the Autumn.
3. BACKGROUND
Process
3.1 In March the LEA was advised by Ofsted that it would be inspecting Poole’s implementation of the 14-19 phase.
3.2 Officers were on course to produce a 14-19 strategy document and action plan for 2004-2007 in the Autumn. However, notification of the inspection has meant that work, particularly on the strategy has had to be brought forward. A draft strategy and action plan is therefore attached. Members will be asked in September to approve the finalised strategy document together with an action plan.
Context
3.3 Whilst there is no single national strategy for the 14-19 phase, the Government’s paper ‘Success for All’ outlines the statutory changes put in place to facilitate the development of a coherent 14-19 phase that meets the learning needs of individuals and the demand for an educated and skilled workforce. These include curriculum flexibility, the promotion of collaborative approaches to provision, work-related learning and improved careers information and guidance.
3.4 Poole LEA established a 14-19 development group, comprising headteachers and other school staff, other providers of education and training, LEA officers, Connexions, Education Business Links and other organisations, in September 2002. Meetings have focused on the changing agenda for 14-19 and in September 2003 the LEA held a working conference at which a vision for the 14-19 phase was agreed. The strategy document and action plan will detail how the vision will be implemented.
3.5 Three themes have emerged from an analysis of achievement, opportunity and needs:
· Achieving excellence for all our students.
· Learner entitlement to a high quality curriculum.
· Building capacity.
These reflect the intentions of national and local policies and plans including the Council’s overall priorities, and the wider aims of the local Strategic Partnership and are intended to:
· provide children and young people with the best possible start in life;
· engage young people in education and training;
· sustain and/or improve educational achievement;
· foster a strong mixed economy;
· foster and promote the health and well being of children and young people;
These aims are also included in the LEA’s Education Development Plan for 2004/05.
The draft strategy is already informing the work of the LEA. Together with School Improvement Plans it will shape the development of 14-19 education in Poole for the next three years, 2004-2007.
3.6 The action plan will detail the actions needed to achieve the vision and implement the strategy.
Both the strategy and action plan will be submitted to Members in September for final approval.
JANE PORTMAN
CHIEF ADVISER/HEAD OF SCHOOL ADVICE AND SUPPORT SERVICES
Contact Officer: Maureen Champness – Senior Adviser (Secondary)
Tel: 01202 633557
Email:
Poole LEA
Strategy
and Action Plan
for the 14-19 Phase
2004-2007
Presented to the Learning Overview Group on 13th July 2004
Subject to approval on 21st September 2004
Poole LEA: Strategy and Action Plan for the 14-19 Phase
Contents Page
Strategy:
· Outline of Poole structure and context 3
· A vision for the 14-19 Phase 4
· Entitlement curriculum statement 6
· Support and Careers Information and Guidance statement 7
· Strategic plan for the 14-19 Phase:
· Theme One – Achieving excellence for all our students 8
· Theme Two – Learner entitlement to a high quality curriculum 8
· Theme Three – Building Capacity 9
· Targets for 2004 and 2005 and commentary on 2002-2003 10-12
· (Key Stage 3 and 4) Targets for Children Looked After;
Attendance and those not in education, employment or training
(NEETs)
Action Plan:
· Theme One: Achieving excellence for all our students 13-23
- Ensuring equal opportunities
- Addressing disaffection
- Raising standards of achievement
- Ensuring an effective transition at each Key Stage
· Theme Two: Learner entitlement to a high quality curriculum 24-29
- Providing access to a range of high quality 14-19 curriculum
- Ensuring that all have access to appropriate work related and
vocational education
- Providing opportunities for personal development that enable
each young person to achieve their potential
· Theme Three: Building capacity 30-33
- Widening opportunities for all 14-19 learners
- Increasing flexibility of provision
- Increasing capacity for vocational education
Appendices
APPENDIX 1:
Achievement, opportunity and needs analysis: sources of
information and data
APPENDIX 2:
Poole 14-19 Strategic and Operational groups
APPENDIX 3:
Maintained Secondary Schools in Poole
APPENDIX 4:
Key partners in learning networks
Linked plans/initiatives/issues
APPENDIX 5:
Glossary
Outline of Poole Structure and Context
School structure
In addition to a PRU and two Special Schools with students aged 14-16 and 14-19, the LEA has: two single sex Grammar Schools; three Secondary Modern, two of which are schools facing challenging circumstances, one with a Sixth Form; a 13-18 Comprehensive, a 12-18 Comprehensive and a VA RC/CE 12-18 school. This variety is reflected in the range of attainment at Key Stages 3, 4 and 5 across the LEA and compounded by the very different socio-economic circumstances of the schools.
Summary of the Poole context (in comparison with statistical neighbours)
Poole is broadly in line with statistical neighbours for:
· Educational advantage (adults with Higher Education qualifications and in social classes 1 or 2)
· Free school meals eligibility in secondary schools (including sixth forms)
· Percentage of pupils of secondary age in special schools
· Most minority ethnic groups in secondary schools (except mixed background pupils, which are slightly lower in Poole)
· Pupils with English as an additional language
· Attendance and unauthorised absence
Compared with statistical neighbours, Poole is below the average for:
· Percentage of secondary school pupils with statements of SEN
· Percentage of statements in mainstream and special schools
· Pupil:teacher ratio for secondary schools
· Exclusions from secondary schools
The Value Added score in 2003 for KS3 to GCSE was higher than all but two of the statistical neighbours.
Results in Public Examinations at Age 16-18 in 2003
In all key indicators for GCSE and equivalents the pattern is similar to, or better than, statistical neighbours. Students generally and girls in particular did slightly better than in similar LEAs for the 5+A*-C indicator.
For Advanced Levels, the average points score per student was generally higher than for statistical neighbours. The average points score per subject entry was similar to the neighbours’ average for all pupils and higher than average for girls.
For Intermediate and Vocational Qualifications, Poole was higher than statistical neighbours, with Advanced Vocational Qualifications being much higher (100% achieving the qualification).
A Vision for the 14-19 Phase
To engage all Poole schools and other partners in learning in the creation of engaging and appropriate curriculum opportunities that:
· are responsive to the needs of learners
· reduce gaps in academic attainment
· promote personal development
· raise standards within individual schools and
· by sharing and developing local resources and expertise, achievement across Poole.
This will promote the development of young people with skills, values and attitudes such that they are:
1.1 Competent and motivated learners with good communication, ICT and numeracy skills
1.2 Able to achieve their full potential educationally and socially
1.3 Able to successfully progress to the next appropriate stage of life long learning
1.4 Able to work independently and as a team member
1.5 Confident and informed decision makers
1.6 Healthy
1.7 Emotionally secure and self assured
1.8 Active and productive members of their communities.
This has clear links with employers’ needs:
2.1 Willingness to learn “the business”
2.2 Commitment
2.3 Communication Skills
2.4 Numeracy Skills
2.5 ICT Skills
2.6 Intra-personal skills
2.7 Team working and networking skills
2.8 Problem solving ability
2.9 ‘Life long learners’
2.10 Time management skills
2.11 Flexibility and adaptability
2.12 Planning and organisation skills
2.13 Motivation and enthusiasm
2.14 Showing initiative and being ‘self-starting’
2.15 Qualifications
2.16 Work experience
2.17 Job specific skills, identified locally as: construction; retail; administration and the caring services
2.18 Increased vocational provision at levels 1, 2 and 3
(Baalpe/StAR 2004)
and the intentions of national and local policies and plans:
3.1 The Council’s overall priorities, and the wider aims of the local Strategic Partnership and intended to:
3.1.1 provide children and young people with the best possible start in life;
3.1.2 engage young people in education and training;
3.1.3 sustain and/or improve educational achievement;
3.1.4 foster a strong mixed economy;
3.1.5 foster and promote the health and well being of children and young people.
3.2 The Education Development Plan (EDP):
3.2.1 Priority 3 Raise attainment at KS4/14-19 phase
Activity 1 Develop the 14-19 Curriculum
Activity 2 Continue to raise standards at Key Stage 4; Raise standards at
Key Stage 5
Activity 3 Develop learning opportunities to increase student motivation and personal development
3.2.2 Priority 4 Narrowing attainment gaps/tackling under-achievement
Activity 1 Improve identification processes for groups of under-achieving pupils
Activity 2 Raise attainment for minority ethnic groups, travellers, Children Looked After and gifted and talented pupils
Activity 3 Ensure low attainers achieve within an inclusive culture
3.3 The Borough’s strategy for social inclusion.
3.4 14-19 developments in School Improvement Plans.
3.5 The LLSC Strategy for 14-19.
3.6 14-19: opportunity and excellence reforms including:
3.6.1 greater flexibility in the Key Stage 4 Curriculum;
3.6.2 the Increased Flexibility Programme;
3.6.3 the National Framework for Careers Education and Guidance;
3.6.4 guidance for work-related learning;
3.6.5 the promotion of collaborative approaches to provision.
3.7 Other national initiatives including Aim Higher, 14-16 apprenticeships, Success for All and the Working group on 14-19 reform (The Tomlinson report).
To meet the needs and future priorities of learners, employers and communities the LEA, Poole schools and other partners in learning will work towards the provision of an entitlement curriculum and other experiences that:
4.1 are high quality and delivered by appropriately qualified teaching staff
4.2 are engaging and appropriately challenging
4.3 are broad enough to offer choices
4.4 are flexible, meeting individual needs and aspirations
4.5 develop the skills needed for life long learning
4.6 promote, personal development
4.7 promote creativity
4.8 promote equal opportunity and an appreciation of diversity
4.9 offer levels of learning to suit the individual
4.10 include entry level programmes focussing on developing life skills, skills for learning and skills for working life
4.11 develop sound communication, ICT and numeracy skills
4.12 offer a mixture of vocational and academic qualifications at levels 1, 2 and 3
4.13 provide work-related and enterprise education for all
4.14 are delivered in an appropriate environment
4.15 include access to recreational and other enrichment activities
4.16 involves the community and employers
and the provision of a range of support that:
5.1 is learner led
5.2 is proactive – intended to prevent underachievement or disaffection
5.3 is responsive – able to meet individual need/s as they arise
5.4 facilitates independence and personal responsibility
5.5 leads to informed decision making
5.6 encourages an awareness and understanding of the needs of others and includes entitlement for all to:
5.6.1 high quality delivery of the Key Stage 4 core curriculum
5.6.2 high quality teaching that is judged as at least satisfactory or better by Ofsted/ALI
5.6.3 high quality pastoral support
5.6.4 effective monitoring of performance
5.6.5 guidance on learning to learn
5.6.6 recognition of individual learning styles
5.6.7 mentoring as appropriate
5.6.8 education for the world of work
5.6.9 health education and the promotion of a healthy lifestyle
and
5.7 high quality and impartial careers information and guidance that enables young people to:
5.7.1 access information via a variety of agencies working in collaboration
5.7.2 access a variety of work-related education and experiences that widen understanding of post-14 options
5.7.3 access subject and pastoral support and guidance to include:
a personal tutor, regular tutorial sessions, individual support at transition points, careers education, and extra support from specialist staff where necessary
5.7.4 make informed choices regarding post-14 options and progression routes
5.7.5 receive on-going support from the Connexions service within their institutions.
These statements reflect and support the LLSC’s statements for provision.
The LEA will work with the LSC and other partners (detailed in appendix 4) in the delivery of a strategic plan to achieve this vision for 14-19 learners.
Poole’s Strategic Plan for the 14-19 Phase
Three themes emerge from the analysis of achievement, opportunity and needs (appendix 1) and the intentions of national and local policies and plans:
Theme One: Achieving excellence for all our students
A. We will ensure equal opportunities by:
· challenging inequalities
· meeting individual/group needs
B. We will address disaffection by:
· early identification of and planning to address disaffection
· providing relevant and appropriate opportunities to learn
· improving provision for young people with challenging behaviour
C. We will raise standards of achievement by:
· improving the quality of teaching and learning
· identifying underachievement